St Jude’s CofE Primary School

About St Jude’s CofE Primary School Browse Features

St Jude’s CofE Primary School


Name St Jude’s CofE Primary School
Website http://www.st-judes.portsmouth.sch.uk/
Ofsted Inspection Rating Good
Address St Nicholas Street, Portsmouth, PO1 2NZ
Phone Number 02392824061
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 410 (49.8% boys 50.2% girls)
Number of Pupils per Teacher 18.7
Local Authority Portsmouth
Percentage Free School Meals 23.2%
Percentage English is Not First Language 38.2%
Persistent Absence 9.6%
Pupils with SEN Support 12%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (12 February 2019)
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Information about this school

The school is larger than the average-sized primary school. The school is designated as a Church of England primary school. It was last inspected under section 48 in July 2015. The majority of pupils are from White British backgrounds. The proportion of pupils eligible for the pupil premium is in line with the national average. The proportion of pupils with SEND is lower than the national average. The proportion of pupils who speak English as an additional language is higher than the national average. The headteacher is on maternity leave. The deputy headteacher has been acting headteacher since September 2018. A key stage leader is acting deputy headteacher. The school provides a breakfast and after-school club for its pupils.

Summary of key findings for parents and pupils

This is a good school Leaders have addressed the areas for improvement from the school?s previous inspection effectively. The good quality of teaching now means that pupils make strong progress. Leaders have established a culture of high expectations for pupils and staff. Attainment is above average, and pupils are well prepared for secondary school. Middle leaders have good subject knowledge. However, they do not monitor and evaluate teaching and learning in enough depth. Consequently, they have a limited impact on improving achievement. Governors are skilled and know the priorities for the school in detail. They hold leaders to account rigorously for pupils? outcomes. Teachers have strong subject knowledge. However, there are times when the level of challenge does not stretch pupils? thinking, particularly the most able pupils. Teachers plan engaging lessons. Occasionally, staff do not monitor how well pupils are learning in lessons. They do not adapt tasks swiftly enough to ensure that strong progress is maintained. Teaching assistants are skilled and well deployed. They contribute significantly to pupils? academic success and well-being. Pupils achieve well in English and mathematics and in other subjects, including science and history. The curriculum is diverse and interesting. It makes a strong contribution to pupils? learning and personal development. Pupils with special educational needs and/or disabilities (SEND) make good progress. Teaching and well-planned support meet their needs well. Leaders use the pupil premium funding effectively to provide extra help for disadvantaged pupils. Consequently, these pupils make good progress. Pupils behave well and have positive attitudes to learning. They respect and listen to one another and work well together. The early years is well led. Children are confident and happy. They receive good-quality teaching and make strong progress.